<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2001">
    <dcterms:title><![CDATA[An Exploration into the Relationship between Iranian EFL Learners’ Autonomy and Their Reading Comprehension]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: learner autonomy, reading comprehension  ABSTRACT  The purpose of the study was to explore the relationship among EFL learners’ autonomy and their reading comprehension. To fulfill this objective, 130 sophomore and junior students majoring in English Translation who had passed at least 45 credits at two Iranian universities were asked to take part in a piloted PET reading comprehension test and a questionnaire on learner autonomy (Spratt, Humphreys, &amp; Chan, 2002). After discarding incomplete answer sheets, 106 acceptable cases (82 female and 24 male) were used in statistical analysis. Regarding the correlation analysis of data, a statistically significant relationship was not found between autonomy and reading comprehension. This outcome was analytically interpreted with respect to the perception that, although autonomy may ultimately lead to greater proficiency of EFL language learners (Benson ,2001; Corno &amp; Mandinach ,1983; Dafei ,2007; Zhang &amp; Li ,2004), when the relationship is considered between autonomy and reading comprehension in particular, a significant correlation is not established. Based on the findings of this study, pedagogical implications were presented for EFL teachers and syllabus designers.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1782]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2000">
    <dcterms:title><![CDATA[The Impact of Musical Component on Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: suggestopaedia, vocabulary, musical session, jazz  ABSTRACT  The teaching method of suggestopaedia, which originated in the 1970s owing to the efforts of Bulgarian psychotherapist Georgi Lozanov, has already been applied in the framework of studies dealing with ELT. In practice the method consists of several stages, the central of which represents intonation reading against appropriate musical background. Unconscious or not fully conscious psychical activity linked to the concept of “concert pseudo-passivity” is critical at that stage. There have been a number of studies conducted in Georgia with the use of this method.  This paper is a modest attempt to contribute to this relatively new and exciting field of pedagogy. The author conceived to conduct the experiment, while using the 20 century music during the phase of concert pseudo-passivity. It should be mentioned that suggestopaedia generally uses classical music to create the concert pseudo-passivity. The author, however, experimented with two genres of the 20th century: blues and jazz. Thus, the experiment was broken down into two parts.  In the first part, the author aimed at investigating whether applying blues poetry as means for intonation reading, combined with the blues music as an audio-mirror of the read verse, influences the degree of acquisition of the vocabulary at the advanced level. The (first part of) experiment conducted showed positive result which allows of further investigation in the area.  In the second part of the experiment, the author conducted twelve academic sessions, of which eight (8) went on using traditional way of teaching vocabulary, and four (4) were done with the elements of suggestopaedia, with the use of jazz music. The experiment has proven that with the use of suggestopaedia the academic outcome of the students increased by 20%, which can definitely be qualified as methodological success, which can be used as an auxiliary tool in the course of teaching.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1770]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1999">
    <dcterms:title><![CDATA[The Effect of Proficiency Level on the Rate of Receptive and Productive Vocabulary Acquisition]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Vocabulary, vocabulary acquisition, vocabulary size  ABSTRACT  Teachers and researchers have long been interested in measuring learners’ vocabulary size in order to estimate to what extent do learners acquire and use vocabulary items receptively and productively. There are a number of studies on vocabulary acquisition related to receptive and productive vocabulary. For example, some researchers have looked at the receptive or productive vocabulary size while other researchers have looked at whether receptive knowledge is gained before productive knowledge. However, no investigation has looked specifically at the relationship between proficiency level and the rate of receptive and productive vocabulary acquisition, in conjunction with an examination of materials and instruction.  In this paper, I presented the effect of proficiency level on the rate of vocabulary acquisition, taking into account learners’ receptive and productive vocabulary knowledge. The purpose of the study is to explore the rate of vocabulary acquisition of the beginner and elementary students in a Turkish EFL context, investigate the role of materials and instruction in the vocabulary acquisition, and examine the relationship between learners’ proficiency levels and rate of vocabulary acquisition. In this study, two groups of ESL students with different proficiency levels were given experience tests. The same tests were given twice throughout their foreign language education process to estimate their receptive and productive vocabulary development. The gain scores among groups from the two tests were compared to see their development of receptive and productive vocabulary size taking into account their proficiency levels. The participant teachers were interviewed in order to reveal their handling with vocabulary during their courses. The materials were analyzed in terms of the number of vocabulary activities and activity types in order to find out what vocabulary exposure students had.  It is thought that the result of the study may be of benefit to classroom teachers, in helping them to choose an appropriate vocabulary teaching strategy for helping their students to acquire receptive and productive vocabularies. Teachers may develop their curriculum, materials and strategies to increase students’ receptive or productive vocabulary and to help them turn their receptive vocabulary knowledge into productive use in speaking and writing courses]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1892]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1998">
    <dcterms:title><![CDATA[Games: Fun and frolic!]]></dcterms:title>
    <dcterms:abstract><![CDATA[In this era of globalization enhancing foreign language teaching is more relevant than ever and crucial for all. Obviously, motivation is a key to language learning. Even though educators are aware that self-motivation is essential to language acquisition, how may it be promoted in a classroom? I suggest enlivening the Foreign Language classroom by utilizing games which fulfill a worthwhile, practical purpose.  Based on my extensive experience as a foreign language instructor and administrator, I shall illustrate strategies for successful teaching and learning in the area of Second Language Acquisition. The teaching of a second language is an art, not a science. Learning a second language is a complex process. It is not just a series of linguistic patterns consisting of phonological, morphological, and syntactical structures; rather it also involves communication, social and cultural interaction. In addition to the four basic language skills of reading, writing, listening and speaking, it is most important to include the concept of culture in foreign language learning, including multicultural issues, the common humanity of peoples, and opportunities for travel. What an awesome challenge!  This one hour, interactive workshop in English is based upon games. Accordingly, I shall demonstrate an assortment of games to accommodate diverse school populations and learning styles. Remember, variety is the spice of life.  Experientially, the workshop participants will see how decks of card, Bingo sets, and computer games may enhance language acquisition. All are based upon the usage of numbers, vocabulary, grammar, conversation, and culture concepts. The workshop facilitator and the participants will learn from one another. Hopefully, each participant will be encouraged to return to his/her own classroom with at least one new teaching technique. The goal is for all to share ideas, work together, enjoy, and have fun in the process!]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1692]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1997">
    <dcterms:title><![CDATA[How to Express Politeness in Swedish?]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: politeness, youth, swedish, urban settings ABSTRACT There are several disciplines studying linguistic politeness but there is no consensus among scientists which definition best describes the phenomenon. Notions of politeness such as politic behavior (Watts, 1992.2003), report management (Spencer-Oatey2002,2008) appropriate behavior (Meier, 1995), or relational (Arundale) are some examples which define politeness by linguistic expressions. Politeness norms are not static in all socio-groups in a society, and my ambition has been to shed light on the socio-cultural structure that defines the phenomenon and identify the categories which define politeness. Results show that the informants conceptualisation of politeness involve not only verbal but also non-verbal behavior. In some situations acts, such as giving up one’s seat or helping with the stroller are considered even more important and are valued more highly than the verbal politeness expressions. (ACTION). To ”ask nicely” (fråga snällt); to adjust one’s language, and / or explain a request can be a sign of polite behavior acootding to informants. (ORDERLY LANGUAGE).Good behavior is related to &quot;etiquette&quot; i.e socially acceptable behavior which can be described as a set of socio-cultural norms. According to informants, a person is considered well-mannered when he or she knows how to behave in certain social contexts.(BEHAVIOR) Polite linguistic expressions have to be complemented with proper body language and corresponding prosody in order to express politeness. The prosody is considered very important in successful polite expressions. (PROSODY and BODY LANGUAGE). How to express politeness in Swedish relates directly to the categories that constitute the phenomenon. Results show that young people in urban settings value ”artighet” (politeness) depending on the basis of an &quot;it depends&quot; parameter. Social variables such as R (relationship / feelings), K(context / situation) and A (appearance / age) motivate and justify politeness between speakers. Preliminary results show that categories that constitute politeness in Swedish are: respect (respekt), consideration (hänsyn) and tact (takt).]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1702]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1996">
    <dcterms:title><![CDATA[Field-Dependent and Field-Independent Learners Self-Efficacy Beliefs]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Field-dependent, Self –efficacy, Field-independent, Language-learners  ABSTRACT  Human beings live in an environment in which they encounter and learn new things in every second.They all learn but even if they look at the same thing, can they interpret it in the same way? The answer is certainly NO.All the people in the world think differently because they do not see the things from the same window so they all have different perspectives of thinking.It is certainly known that each person has a learning style .There are numberless kinds of styles but among the most researched styles, there are field-dependence and field-independence. The field dependent individual‟s perception is strongly dominated by the prevailing field. They are likely to use the structure or organization of the provided field.Field dependent individuals are drawn to people and liked to be with people(Kroutter,ND).Kroutter also mentioned that „Field independent individuals perceive items as more or less separate from the surrounding field.They are more likely to overcome the organization of the field or restructure it, when presented with a field having a dominant organization.Moreover Hall stated that Field-independent learners have been referred to as “analytical, competitive, individualistic, task oriented, internally referent, intrinsically motivated, hypothesis testing, self-structuring and visually perceptive” (Hall, 2000, p. 5).Self-efficacy is a person‟s belief in his or her ability to succeed in a particular situation. Bandura described these beliefs as determinants of how people think, behave, and feel (Bandura, 1994).In this paper,there will be literature review to grasp the topic deeply.Then,steps of developing methodology are given.Later, the data collection and the analysis of the data are discussed.The purpose of this research is to find whether there is a relationship between field-dependent (FD) and field independent (FI) learners‟ self-efficacy.In this research there will be a questionnaire which helps the researcher to find the learners whether they are field dependent or field independent learners.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1745]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1995">
    <dcterms:title><![CDATA[Yabancilara Türkçe Öğretim Ders Kitaplarinda Kültür Aktarimi]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:Teaching turkish culture through turkish language text books  ABSTRACT  Teaching Turkish language to foreign people is not teaching the language only, also teaching the Turkish culture .An individual who started to learn Turkish language will develop the same approach to life as native Turkish speakers. Teaching Turkish will naturally shoulder Turkish culture transfer as a mission due to having strong and deep cultural roots behind the words and concepts. The stories , example dialogues and texts in books have very important role for fulfilling this mission. The sensitivity shown for choosing texts for teaching Turkish language is not shown for Teaching Turkish culture. In this study we will try to show you some example texts that are related to pointed issues above and share some ideal texts for teaching Turkish language and Turkish culture.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1937]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1994">
    <dcterms:title><![CDATA[French Literature and E-Learning: An example of Moodle Courses]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: French literature, e-learning, Moodle, Merlin, blended learning  ABSTRACT  French-literature teaching programme at undergraduate and graduate level at the University of Zadar provides a training focused on developing skills such as the acquisition of theoretical knowledge required for the analysis and interpretation of literary texts but also proficiency in the French language and knowledge of another culture. In other words, the objective of the course is to provide a dynamic combination of knowledge, understanding and skills and abilities of students. Having this in mind, learner-focused e-learning is introduced into the teaching process, which in this way becomes more creative and autonomous to meet the individual demands of each student and provides no more clear answers, bur more of guidelines to the learning material.The purpose of this communication would be to present the three courses, the Chosen chapters of French novel, the French novel of the 19th century, and the French novel of the 20th century that are designed on the model of blended learning: they consist of courses offered in the classroom but also virtual classes supported by the Merlin system based on the Moodle open source platform. This system includes five types of tools: 1. tools for the presentation of materials 2. communication tools 3. tools for knowledge control 4. assessment tools 5. administrative tools. What makes the most important advantages of this system are more effective communication between all participants in the educational process; the continuous availability of material; continuous controls that allow students to self-assess and ultimately self-engagement of each student as a guarantee for future training.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1783]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1993">
    <dcterms:title><![CDATA[Verb Classes According To Syntax - Semantic Interface]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: syntax, semantics, survey, verb, classes  ABSTRACT  Language is a system of communication by which structural grammatical functions serve to express contextual meanings, and therefore communication is realized through mutual connections of syntax, semantics and pragmatics. This hypothesis is stated prominently in theories of Van Lin, proposes a set of rules called &quot;Linking algorithm&quot; by which enables the connection between syntax and semantics.  This paper aims at exploring syntax, semantics and pragmatics interface based on the semantic representation of the verb. Hence much of this study will be focused on the lexical presentation of verbs. Levin (1983), in her study, undertakes a broader survey of these verbs in English, assuming that the interconnection of the verb phrase and the other element is determined by its meaning. What her theory means is that syntactic features are used to determine which semantic elements are respectively linguistic belonging and contribute to a deeper theoretical lexical knowledge which interrelates the meaning of the verb to the expressive argument.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1773]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1992">
    <dcterms:title><![CDATA[Double Possessive Constructions in Bosnian]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: Double possessives, genitive, Bosnian, English  ABSTRACT  This paper deals with the colloquial constructions in Bosnian of the type &quot;žena mi u mene&quot; (&#039;this wife of mine&#039;) that we posit to be instances of the Double Possessive Construction (DPC). Such constructions in Bosnian are both stylistically and regionally marked, somewhat archaic and typically used to express inalienable possession, i.e. possession entailing kinship and familiar objects (e.g. &#039;daughter&#039;, &#039;car&#039;, etc.). This construction has been overlooked by both formal linguistic literature and by traditional prescriptive grammars of Bosnian. This paper in turn assumes a descriptive approach to this issue and the analysis of the phenomenon of double possessive constructions in Bosnian is done within the framework of generative grammar.  In order to demonstrate the characteristics of this construction, including the restrictions that apply to this phrase, we will also compare it to the English double genitive constructions, also frequently referred to as double possessive constructions. The paper also presents the results of a small-scale survey of native speakers of Bosnian about their native speaker intuitions regarding the (un)acceptability of the word order permutations in the double possessive construction in Bosnian.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1705]]></dcterms:extent>
</rdf:Description></rdf:RDF>